Abstract
This article is a theoretical and empirical analysis of the construct of collective teacher efficacy. First, a model of collective efficacy was elaborated for use in schools. Then, an operational measure of collective teacher efficacy was developed, tested, and found to have strong reliability and reasonable validity. Finally, using the instrument to examine urban elementary schools in one large midwestern district, collective teacher efficacy was positively associated with differences between schools in student-level achievement in both reading and mathematics.
Keywords
Collective efficacyMeaning (existential)Construct (python library)Mathematics educationPsychologyMeasure (data warehouse)Reading (process)Student achievementReliability (semiconductor)Self-efficacyConstruct validityAcademic achievementSocial psychologyPsychometricsComputer scienceDevelopmental psychologyPolitical science
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Publication Info
- Year
- 2000
- Type
- article
- Volume
- 37
- Issue
- 2
- Pages
- 479-479
- Citations
- 212
- Access
- Closed
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Cite This
Roger D. Goddard,
Wayne K. Hoy,
Anita Woolfolk Hoy
(2000).
Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement.
American Educational Research Journal
, 37
(2)
, 479-479.
https://doi.org/10.2307/1163531
Identifiers
- DOI
- 10.2307/1163531